FYC 4905 Family Policy (Sect. 3461)
Fall 2007
Print Syllabus (revised 8/30/07)
Note: The instructor reserves the right to adjust the syllabus to preserve the integrity of the course.
Course Description
The focus of this course is the relationship between government policies and families. Students will learn to take a family perspective on policy and address policy impacts on families. This course covers the roles professionals can play in family policy.
Course Goal and Objectives
The goal of this course is to help students develop a better understanding of families, policy making and the political process. The course is structured to answer the following questions:
- What is family policy and what are the values and issues surrounding family policy?
- What are the major policies and programs to meet family needs?
- How can students make sense of the different perspectives that guide family policy?
- How can students make a difference in family policy?
- What does the future hold for family policy?
Student Learning Objectives
At the end of this course, students will be able to:
- Explain how policy is influenced by social changes, values, and perceptions of families and children.
- Apply a family perspective to policy analysis.
- Critically examine various family policies.
- Explain and apply the concepts and steps of family impact analysis.
- Explore the roles professionals can play in conducting family policy research, education, and advocacy.
- Participate in the policy process.
Required Texts
Bogenschneider, K. (2006). Family policy matters: How policymaking affects families and what professionals can do (2nd Ed). Mahwah, NJ: Lawrence Erlbaum.
Moynihan, D. P., Smeeding, T.M., & Rainwater (2004). The future of the family. New York: Russell Sage Foundation.
Case examples of policy analyses for Family Impact Analyses are located at http://familyimpactseminars.org/analyses.htm#policies (see calendar)
Additional readings will be available through library online reserve and online sites.
Course Requirements
- BLOGS: (100 POINTS, ONGOING). Family policy is current, dynamic and often controversial. The purpose of the blogs is to give you a forum to express your informed views of current policy events and to reflect on what you are learning in class and what others are posting. For this assignment, please pay attention to policy around you—read news from reputable newspapers, online sites, and broadcasts; watch debates; attend meetings; talk to your friends about ideas…THINK about family policy. For examples: What are the current Presidential candidates saying about family policies and what do you think about their ideas and why? What new local policies are supporting cohabiting couples and what do you think the advantages and disadvantages are? Do family policies address the needs of changing families of your generation? Please post (a) blogs 6 times over the course of the semester, on current events, readings, or in-class material, or other thoughts you have; and (b) comment on other’s blogs 3 times. Remember to be respectful and constructive.
- CLASS PARTICIPATION AND READING REVIEWS (20 for the reading review and 50 for attendance and participation=70 points) Student learning in this course depends on regular class attendance, critical thinking, and lively participation in class discussions. Students are expected to complete the readings before class and participate fully in the discussion. In addition, each student will be responsible for leading a class discussion during the semester. To prepare, write a one-page summary (double spaced, 10-12 point type) of the reading and questions to guide the discussion. Details will be worked out with the class, depending on the enrollment, but this is the draft plan:
- Sign up for the reading on the sheet distributed in class.
- Read and review the article or chapter, summarize the key points, and raise 2 questions for the class to discuss. Use the review sheet template as a guide (distributed in class).
- One day (at least) before the class you lead, send your two questions to the instructor to distribute to students before class.
- Keep copies of your review sheets to prepare for exams.
- Template for Reading Reviews
- In-class Exercises Other, in-class exercises will be used in class to help develop your skills and get you thinking about your role as a professional. Consistent, respectful and enthusiastic participation can raise borderline grades.
- Attendance is required. To be counted as present and receive full credit (2 points) you must be on time and in class for the entire period. Students who are late will not receive attendance points. However, each student gets 2 “free” class periods (Tuesday =2 periods).
Students may request excused absences according to University policies Undergraduate Catalog and by providing written, professional documentation immediately when they return to class. Examples of acceptable documentation include: doctor’s note or receipt, or funeral program. The instructor will determine whether and how excused absences will be counted toward the attendance grade. Make-up assignments will only be accepted with an excused absence and the instructor and student agree in advance as to how the assignment will be made up. Please avoid scheduling medical appointments during class periods; this is not considered an excused absence. Students who leave early or miss class for doctor’s appointments, family vacations, or other reasons will not earn attendance points. - PAPER (100 points). Examine a family policy or piece of legislation. Develop a 6 page paper that describes the policy, how it came about, and the relevance for families. Students are required to meet with the instructor at least once during the semester to discuss their paper. Meeting times will be announced.
Use at least 5 professional journals and books published in the last 5 years (or others approved by the instructor). Cover these topics:
- History of the policy: Social, political, historical, and economic context for this issue (e.g., political movements, social trends).
- Changes in family life and political climate at the time of your policy.
- The philosophies and values that underlie the policy, program or legislation
Policy
- Description of the policy
- Definition of important terms
Impact of Policy on Families
- Theoretical framework guiding analysis
- Research findings—impacts on families (from your review)
Conclusions
- What you’ve learned
- Recommendations for future policy
Show that you are thinking critically—challenge assumptions and look at the picture from various angles. Be sure not just to reiterate what others tell you. This assignment asks you to go beyond reporting to analyzing and assessing policy, its impacts, and how it is presented to the public.
Format: APA style, include a reference list; double space, 10-12 inch font, 1 inch margins around; spell check and proof read!
Wiki Page of Resources from Merrie Davidson, Psychology, Sociology & Linguistics Librarian, merdavi@ufl.edu
Locate three articles or reports about a current policy issue appearing in a daily newspaper (e.g., New York Times), weekly news magazine (i.e. Time, Newsweek, U.S. News & World Report), or indepth TV news program (e.g., “McNeal/Leher Report,” “Meet the Press,” “Face the Nation”) or documentary. Please do not use feature articles or human interest stories; this assignment needs to be about news events. Articles/reports need to have appeared in the past 6 months. Write a 2-page summary of the three articles, using this format:
- Titles and sources of each of the articles (including author, publication, date and page numbers)
- Brief summary of the issue that is accurate, and does not plagiarize (put any direct quotes in quotation marks and insert page numbers)
- Critical assessment of the articles, including how accurate and objective you believe the reporting to be and why
- Your insights about alternative ways of viewing the issue
- Policy implications for families
- Your own reaction based upon class readings and your personal experiences or values
- Attach a copy of the articles or half page write up of the broadcast OR
- Attend a meeting in which policy issues are being discussed. This could be city or county commission, school board, advocacy meeting (e.g., Success by 6), political forum (e.g., a debate or speech), or nonprofit organization board meeting.
- Write a one page summary of the meeting that includes the name of the meeting, location, date, number of people in attendance and who they represented, and the total time you attended. Provide the following information:
- What happened, how decisions were made or will be made, and what you learned about the policymaking process
- The implications for family policy or families
- How class readings and concepts applied to this meeting
- Be prepared to give a 3-5-minute report the first class following your meeting. Thus, all reports must be completed and presented by Nov. 15 but may be presented at any time before that date. The meeting you plan to attend must be approved before you attend the meeting. You may go to the meeting and present your report in collaboration with another student, but each person must submit their own written report on the day of their presentation.
LETTER TO THE EDITOR OR POLICY MAKER (50 points) Select a program, cause or pending legislation that interests you. Write a 200-word letter to the editor of a newspaper, policy maker, or a government official expressing your views, based on the research you have done on this topic. Bring your draft to class on the assigned date for feedback; revise your letter before mailing; keep a copy to be turned in.
FAMILY IMPACT ANALYSIS (30 points) In class we will be analyzing examples of Family Impact Analyses of particular issues using the guidelines presented at
http://familyimpactseminars.org/reports/fiacond.pdf. You must be present in class and prepared, having thoroughly read the case and come to class prepared to offer a one page statement of 2 supportive effects of the legislation and 2 undermining or detrimental effects. We will be acting as a team of family specialists from different backgrounds appointed to help policy makers analyze a case study piece of proposed legislation; students are expected to be prepared and to participate in discussion. After the analysis, we will discuss the beneficial effects of the impact analysis and the avoidance of negative effects using this method.
TESTS (2 @ 50 points for 100). There will be two tests that will be a combination of closed and open-ended responses.
Course Grading
Assignment |
Points |
| Blogs | 100 |
| Participation/Leadership | 70 |
| Paper | 100 |
| Current Events/Report | 50 |
| Letter | 50 |
| Family Impact Analysis | 30 |
| Tests (2@ 50) | 100 |
TOTAL |
500 |
Grading Scale
|
90% and above A |
70-75% C |
Communication
Please check your email every day for notices about class. Mailings will be sent to your University of Florida e-mail address. If you use a commercial e-mail service, you are responsible for checking your ufl.edu account or forwarding your UF mail to that address.
Academic Honesty, Software Use, Services for Students with Disabilities, UF Counseling Services
The University of Florida requires all members of its community to be honest in all endeavors. Cheating, plagiarism, and other acts diminish the process of learning. When students enroll at UF they commit themselves to honesty and integrity. Your instructor fully expects you to adhere to the academic honesty guidelines you signed when you were admitted to UF.
As a result of completing the registration form at the University of Florida, every student has signed the following statement:
“I understand the University of Florida expects it students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.” Furthermore, on work submitted for credit by UF students, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.”
It is to be assumed all work will be completed independently unless the assignment is defined as group project, in writing by the professor.
This policy will be vigorously upheld at all times in this course.
Software Use:
All faculty, staff, and students of the University are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate.
Campus Helping Resources
Students experiencing crisis or personal problems that interfere with their general wellbeing are encouraged to utilize the university’s counseling resources. Both the Counseling Center and Student Mental Health provide confidential counseling services at no cost for currently enrolled students. Resources are available on campus for students having personal or lacking clear career and academic goals, which interfere with their academic performance. The Counseling Center is located at 301 Peabody Hall (next to Criser Hall). Student Mental Health is located on the second floor of the Student Health Services in the Infirmary.
1. University Counseling Center, 301 Peabody Hall,
392-1575; personal and career counseling:
www.counsel.ufl.edu
2. Student Mental Health, Student Health Care Center, 392-1171, personal counseling: www.hsc.ufl.edu/shcc/smhs.htm
3. Sexual Assault Recovery Services (SARS), Student Health Care Center,
392-1161, sexual assault counseling; and
4. Career Resource Center, Reitz Union, 392-1601, career development Assistance and counseling.
Students with Disabilities Act
The Dean of Students Office coordinates the needed accommodations of students with disabilities. This includes the registration of disabilities, academic accommodations within the classroom, accessing special adaptive computer equipment, providing interpretation services, and mediating faulty-student disability related issues.
Dean of Students Office, 202 Peabody Hall, 392-7066, www.dso.ufl.edu.
Other Important Information.
In the University setting we are striving to create a learning environment that fosters intellectual, emotional, and social growth. There are many opportunities in this course for discussion of your ideas! Sometimes people have strong feelings or opinions when it comes to family life. Please, always keep the dialogue respectful of each other and the instructor.
Practice other common courtesies. Please be on time for class. Do not talk to your neighbors during class or read the paper or read or study for other courses during the class period. Turn off cell phones, beepers, or other personal electronic devices and please do not text message people during class. THANK YOU!!
